Resumo

PEREIRA FILHO, Adalberto Duarte  e  ALVES, Maria Dolores Fortes. CREATIVE SCHOOLS AND INCLUSION. Revista Teias [online]. 2021, vol.22, n.66, pp.51-65.  Epub 06-Fev-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2021.59025.

We were bothered by the relationship between the school where the subjects of the NGO that attended abandoned children and adolescents attended, in which we did psychological care. The school as a place where only the cognitive and behavioral dimensions were valued. We ask: how can creative pedagogical practices contribute to the school inclusion of subjects in its multiple dimensions? We seek to understand the relationship between creativity and the construction of inclusive schools. In a case study of a quantitative and qualitative nature. We offered to 18 teachers from the school that attended the subjects of the NGO, a course held in 3 (three) face-to-face meetings, entitled Education in Human Rights, Transdisciplinary Values and Teacher Training. To collect the data, we applied the Instrument for Valuing the Development of Educational Institutions - VADECRIE, in TORRE (2012) in 16 course participants (TORRE, 2012). In the analysis, we used descriptive statistics. From this experience we understand that creativity can contribute to the promotion of inclusive spaces. We found that, a creative school is a place in constant movement, Torre (2013). It is a place that makes us transcend, where the empathic relationship nourishes human relationships. This school legitimizes the best of its teachers and students. The creative school tears the veil of the traditional and calls for innovation and, equally, inclusion, because it calls on us to build a space for everyone to belong.

Palavras-chave : inclusion; creative schools; complexity; transdisciplinarity..

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